Tag Archives: credibility

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I’ve spent some time on this blog discussing the importance of credibility and evaluation — what I call 21st Century vocabulary words. Understanding how to evaluate and judge the credibility of content is digital life survival skill. Thus, when I discover a new resource that supports student learning I am always excited.

The News Literacy Projectwebsite features an excellent video with individuals — of all ages — sharing their thoughts about how news literacy skills can help people know what information to trust. It will be a useful tool for teachers who are developing student activities that focus on media credibility and evaluation. It can be well-paired with student activities that feature the online or app exhibits of the Newseum front pages

Teachers all over the country are sharing ideas about how to help their students identify news that is made-up, unsubstantiated, or just plain false. Now Google has added a feature that identifies false information that comes up on user searches. An April 7, 2017 article at the Pointer Journalism site describes Google’s new fact check in detail and explains how the company went about developing its new feature. You can also read the CNET article about Google.

I’ve been delighted by the articles, such as Five Ways Teachers Are Fighting Fake News, an NPR education article that describe how three teachers are incorporating media literacy activities into their curriculum. Plenty of other similar reports have appeared in various the media. I hope that, somewhere, there is an organization that is archiving as many teacher ideas as possible. Continue reading →

Fake is a generic term. It means one thing to one person and another thing to someone else. Anyone can say that something is fake or made up.

More descriptive words make it more difficult to label information that is untrue, and easier to challenge. We — kids, adults, parents, and teachers — need all the help we can get in this 21st Century connected world when it comes to evaluating credibility

My ideas?

Confirmed news

Authoritative news

Substantiated news

Verified or validated news

Corroborated news

Proven news

Authenticated news

Reliable news

Credible news

Unambiguous news

Teaching our children and all citizens to check for credibility, evaluate, and celebrate substantiated news has become more urgent In today’s hyper-connected world. Read my more detailed post on this topic.

Fake is a generic term. We don’t use it much when we teach — in any subject — because it’s judgmental and doesn’t tell us much about whatever it’s supposed to be characterizing. Besides, anyone can say that something — anything — is fake or made up.

So let’s not use fake to describe the news.

I recently read The Fight Against Fake News Starts in the Classroom, an article that describes media literacy lessons developed by Project Look Smart (at Ithaca College)and the principles of evaluating, deconstructing, and applying unambiguous descriptions to the news. The literacy lessons aim to help students gain more understanding of the practice of media evaluation and inquiry rather than simply designating something as true or false. When I finished reading the article and look over the wonderful teaching units, I realized that every lesson can be completed without focusing much, or at all on the word fake. Continue reading →

Our traditional expectations for civility and ethical behavior are cracking apart right before our eyes.

On the basis of what’s happened at recent political conventions and the beginning of the election season, young people will be witnessing name calling, stereotyping, hateful comments, online hate, and in some cases veiled bodily threats. Kids will hear things on TV at home and on the televisions that are broadcasting in lounges, waiting rooms, doctor’s offices, and everywhere else. They will hear radios broadcasting the news at home and in other peoples’ homes. And, of course, there’s social media.

How do we help children identify and understand information that is not credible?

Election seasons provide some of the best opportunities to teach 21st Century young people about credibility — in school, at home, online and off. As we go about electing new leaders, we see and hear candidates stating all sorts of claims, assertions, rumors, and postulations. Some are true, others slightly true, some absurdly false, but all come via various media, social and otherwise, though not always online.

Use the months before an election to encourage young people, and your child especially, to think about credibility. Focus on the ways that media share information and on how to discover whether facts are true or not true. Continue reading →

A few days ago at the public library I overheard two teachers talking excitedly about a curriculum unit that they were developing. As the discussion progressed, they also began noting their frustration with the cavalier attitudes students demonstrate toward online resources. I was not surprised by the conversation.

Young people who are growing up today seem to navigate effortlessly through digital materials—learning resources, games, publications, websites, and apps—but we adults often forget their limited fluency when it comes to identifying the quality, reliability, and credibility of information. If they are to become good evaluators kids need lots of practice and plenty of time spent observing adult models.

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This blog’s mission is to help parents, teachers, and other adults learn more about helping digital kids grow into thoughtful, collaborative, and savvy digital citizens. With a range of information-filled posts on digital kids, edtech, digital parenting, medialit, and digital citizenship MediaTechParenting offers adults the opportunity to become familiar with media, the digital world, 21st century learning, and the virtual environment that young people take for granted, thereby serving as models and mentors for the children in their care.